Where Does the Money Go? Trends in Supporting California English Learners in District Local Control Accountability Plans. Issue 2 (15th March 2019)

• Record Type: Journal Article
• Authors: Ojeda, Alejandro Gonzalez; Frey, Nancy; Fisher, Douglas; Lapp, Diane
• Is Part Of: Peabody journal of education. Volume 94:Issue 2(2019)
• Page Start: 193
• Page End: 208
• Publication Date: 2019-03-15
• Subjects: Education -- Periodicals; Éducation -- Périodiques; Education; Periodicals; Electronic journals; 370
• DOI: 10.1080/0161956X.2019.1598117
• Languages: English
• ISSNs: 0161-956X

Abstract

ABSTRACT: In 2013, the Local Control Funding Formula (LCFF) was enacted to replace the previous California school finance system. The purpose was to stream various funding sources (e.g., basic revenues, categorical funds, block grants) such that districts could engage in comprehensive planning to support all students. Additional monies designated for English Learners, foster youth, and students living in poverty supplement district funding. We analyzed district Local Control Accountability Plans developed for the 2017–18 school year ( n = 50) using qualitative document analysis. Seven coding categories emerged: EL status, personnel, curriculum, instruction, monitoring, counseling, and parent involvement. The second stage of our analysis was in identifying goals, supports, programs, and interventions for English Learners that fell within one of four divisions across two planes. The first is general versus specific, meaning that the approach was intended for all designated groups or for EL students alone. The second plane we used is conventional versus innovative approaches. We saw both conventional and innovative elements across each of the seven categories. Collectively, these findings highlight the strategic ways in which districts are committing to goals and actions in allocating LCFF funding to impact their English Learner populations in meaningful ways.